THE INFLUENCE OF PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY OF TEACHERS ON UNIVERSAL DESIGN FOR LEARNING PRACTICES IN THE ENHANCED K TO 12 CURRICULUM

This study examined the influence of teachers’ professional development and self-efficacy on the implementation of Universal Design for Learning (UDL) practices under the Enhanced K to 12 Curriculum. Using a quantitative descriptive-correlational design, data were gathered from 112 public school teachers in the Division of Panabo City, Davao del Norte, who had participated in the Revised K to 12 Curriculum seminar. Adapted survey instruments measured professional development, teacher self-efficacy, and UDL practices. Data were analyzed using weighted means, Pearson product-moment correlation, and multiple regression. Teachers rated professional development as high across student variability (M = 3.80), peer support (M = 4.25), administrative support (M = 3.75), collaboration (M = 3.67), and training (M = 3.81). Self-efficacy was very high in student engagement (M = 4.33), instructional strategies (M = 4.38), and classroom management (M = 4.36). UDL practices were also very high in engagement (M = 4.23), representation (M = 4.25), and action and expression (M = 4.25). Professional development was significantly related to UDL practices (r = .643, p < .001), as was self-efficacy (r = .706, p < .001). Regression results showed that collaboration and peer support were significant predictors among professional development domains, while classroom-management efficacy was the significant self-efficacy predictor. The findings highlight the importance of sustained collaborative professional learning and support for teachers’ classroom-management capacity in strengthening inclusive instruction.